Professional Learning
Professional Learning

Educators are the lead learners in schools. If they are to enable powerful, authentic, deep learning among their students, they need to live that kind of learning and professional culture themselves. When everyone is part of that experiential through-line, that’s when next generation learning thrives.

Learn More

Practitioner's Guide to Next Gen Learning

An open-licensed Design Workbook supports professional learning that helps teachers use the design thinking process in their everyday work.

There has been a lot of buzz lately about bringing the ideas of design thinking to education. I bought into design thinking as a powerful concept in theory, but I’ve been waiting to see how those ideas translate into great practice.

A few weeks back, the NGLC community gathered in Washington, D.C., where our partners at CityBridge Foundation shared how they have applied the ideas of design thinking into their everyday work with K-12 teachers and school leaders.

This set of tools has been developed by the ace team at CityBridge. They help teachers use the design thinking process in their everyday work.

Design Thinking for Classroom Teachers

CityBridge leads an Education Innovation Fellowship for teachers. Now in its fourth year, the yearlong fellowship program selects district and charter school teachers who are committed to learning, fellowship, and developing a pilot of an innovative practice in their own classroom.

Andrew Pratt, who leads the fellowship, has worked with his team to build the current iteration of the curriculum. Here are a few resources he uses with teachers in the fellowship:

Thanks to Creative Commons licensing, the materials provided above are free and readily available for use. They were developed by Andrew Pratt at CityBridge and rely on materials from the d.School at Stanford.

Dalia Hochman Headshot

Dalia Hochman

Educational Researcher

Dalia Hochman has served as a high school teacher, a co-founder of a small high school, a district administrator, a researcher, and a Next Generation school funder. In each role, she has witnessed the power of ideas and stories to influence education reform. At times, she has wondered how we as a professional community can improve the evidence behind the ideas that motivate us.